An overview of Steve Vitto's book entitled: In Search of a Heart: Creating Caring, Character, and Conscience in All Kids: A Positive Behavior Supports Manual. This presentation contains strategies for supporting children with challenging behaviors

1. A Relationship Based Approach for Treating Challenging Behaviors Steve Vitto, M.A . An overview of In Search of a Heart By Steve Vitto, M.A.

3. DEDICATIONS

6. I see myself alone and afraid whimpers and screams no longer made. As darkness approached the fear would grow knowing an evil threat would soon bestow. A warm embrace, an ugly hand, a private clutch Innocence lost in just one touch. A fantasy land of make believe, where loved ones do not deceive. A place where trust is real, A place where secrets reveal. Over the rainbow the wizards nod, where there dwells a protective God. There were times I felt so small. There were times I didn’t exist at all. And the reaper to my rescue came, but I still could not absolve the blame. For the abused children who live in the shadows:

7. Ballad of Uncle Joe When I was just a little boy The world looked so full of joy. But in the midst of my third year, My mother was taken without a tear. I was too young to understand or know, I couldn't make sense of this terrible blow. The elders wisely shook their heads, As they retreated to their lonely beds. 'Twas the will of God they said with sadness, But I wondered if it grew from his madness. For how could he need her more than I, How could he take her with no reason why? Myself, I journeyed to an island solace Where no one could feel my malice. But in my venture lost my soul, To a bitterness which took its toll. As I grew to be a angry man, I failed to see his worldly plan. So as those around me prospered greatly, I trudged dark alleys my heart sedately. And as I looked up to her above, her boy became a fallen dove. For my meals, I rummaged trash, Or pleaded and begged for stranger's cash. When every night I viewed the sky, I could barely cry out why. And, for my brother, Joe

8. The stars looked so peaceful now, As I lay under too proud to bow. Without a home, without a job, I saw his eyes and began to sob. Why have you forsaken Lord, Why do I dangle form this chord? Was I not your small child, Abandoned in this world so wild? How could you look the other way, From a little soul too scared to pray? And in this garbage bin I sleep and cower, Where could have grown a precious flower. So as night turns into day, I find the pain too sharp to pray. I dream of her outstretched hand, Amongst a singing angels' band. At last a sweet and tight embrace, As she wipes the tears upon my face. From my empty life I've driven, With his mercy I have been forgiven. A homeless child at home at last. My mother's arms now serve as mast. So peace to you who walks the street, Your chance will come to kiss his feet. His grace will lift you from the nigh, And you will bask in his great light.

11. Chapter 1: Dispelling the Myths Chapter 1 focuses on parenting influences and “societal truths” that currently drive practices related to discipline. Through relating personal experiences with ”heavy-handed” parenting, and demonstrating the difference between external control and self-control approaches, a foundation for preventative behavioral supports is established. The chapter goes on to identify assumptions that have “misguided” traditional school-based disciplinary approaches. The chapter sets the stage for a systematic process that focuses on individual assessment, community and relationship building, and systemic obstacles that need to be overcome if we are to be successful in invoking lasting behavioral change.

12. Chapter 2: Making a Difference in Every Child’s Life: Restoring the Harm Chapter 2 focuses on reframing the child with behavioral difficulties and addressing the importance of investment and relationship. Chapter 2 traces the author’s experience with an abusive home environment, drug abuse, and emotional shutdown, and reveals the story of the involvement of a mentor who triggered a spark for learning and helped the author to re-invest in the educational process. The chapter then delineates relational variables necessary for restoring the harm that has impacted the child with behavioral difficulties. The chapter closes with an introduction to the concept of balanced and restorative justice (BARJ), focusing on consequences that restore and teach (rather than just punish), and the importance of teaching adults and children the importance of “ forgiveness.”

13. Chapter 3 : Developing a Behavioral Philosophy Chapter 3 focuses on the process of developing a personal behavioral framework or philosophy, which optimally helps the practitioner, internalize a belief system necessary for the provision of consistent therapeutic support for children with learning and behavioral challenges. When conflicts arise and behavioral interventions have to be selected at a moment’s notice, it is this philosophy that will provide direction and insure consistency. The chapter provides a brief review of theorists who espouse practices, which focus on self-control, positive strategies, and the development of caring, conscience, and character. The chapter provides samples of teacher behavioral philosophies and delineates the process of developing classroom rules. The chapter introduces the concept of positive behavioral supports (PBS) and explains the importance of merging humanistic and scientific schools of thought.

14. Chapter 4: Motivation of Behavior: A Look at Functional Assessment Chapter 4 presents a user-friendly systematic process for assessing the motivation or function of a behavior. The chapter discusses the dynamics of behavioral occurrence and guides the reader in identifying both internal and external contributive variables. The chapter provides two assessment tools developed for this book: The Twobros. Lifestyle Assessment (i.e., a tool for assessing contributing lifestyle variables) and the Twobros. Environmental Assessment (i.e., a tool for assessing contributing environmental variables). The chapter teaches the reader the typical motivations of behavior and takes him through various examples of each motivation. The chapter closes with an explanation of the relationship between functional assessment and meaningful behavioral support.

15. Chapter 5: Opening Our Hearts to All Children: The Process of Building Community Chapter 5 outlines the process of building community in classroom and school settings. The intentional placement of this chapter at this point is to signify to the reader that making effective changes based on the information gathered in the functional assessment will be limited, unless a concurrent effort is made to build community, relationships, and peer support in the classroom environment. The chapter reviews best practice strategies for building community and supporting inclusive environments. The chapter also includes a review of disabilities likely to have behavioral manifestations. It provides strategies for including children with these disabilities into mainstream settings, and it addresses both behavioral and academic accommodations.

16. Chapter 6: Social Skills: Teaching Kids to Care by Caring for Them Chapter 6 is based on the premise that all behaviors meet needs, and, once identified, a plan should be developed to teach the child replacement skills. Inevitably, social skill/life skill training should be part of the ongoing curriculum in every classroom. Before the practitioner is able to write a formal behavioral plan, he should be comfortable with the process of teaching social skills. Ideally, social skills should be taught proactively, but realistically, attaining such skills is a process. While the process toward skill acquisition proceeds, inappropriate strategies for meeting needs will more than likely continue. Besides preventative research-based social skills training strategies, Chapter 6 focuses on employing strategies for developing consequences that teach (PBS), and consequences that restore (BARJ), utilizing the occurrence of behaviors as an opportunity for learning.

17. Chapter 7: Writing Formal Behavior Intervention Plans Chapter 7 is the culmination of the first six chapters. It prepares the practitioner for the development of a comprehensive formal behavioral intervention plan (BIP). The chapter provides the practitioner with indicators as to when formal BIPs are recommended. The chapter provides the reader with a formal behavioral support plan protocol (Twobros. Formal BIP Form) for developing BIPs, and guides the practitioner through the process one step at a time. Finally, the chapter identifies “red flags,” addresses best practice concerns, and provides a trouble shooting process for analyzing ineffective behavioral plans.

18. Chapter 8: Group Strategies: Playing in Harmony Chapter 8 departs from individual concerns and provides an approach for addressing classroom, group, and school-wide concerns. Traits of effective teachers are summarized. A collection of group support strategies suggested by veteran teachers is provided. Chapter 8 formally introduces and explains the school-wide positive behavioral support framework, including a step-by-step description of the Positive Behavioral Supports (PBS) process. The chapter also includes actual examples from many schools that have already begun the PBS school-wide process

19. Chapter 9: It Takes a Community: Working with Parents, Administrators, Support Personnel & Physicians: Avoiding Law Suits through Best Practice Before we can be successful in providing effective behavioral supports for a child, we need to develop an effective process for working with families and support personnel. All too often we alienate relationships with families by failing to establish effective communication, mutual respect, and a common purpose of acting in the best interest of the child with a behavioral difficulty. Without an effective home-school relationship, our best home/school efforts may be compromised. Chapter 9 reviews common barriers to building home-school relationships and provides preventative solutions. The chapter demonstrates how best practice and effective communication minimize conflicts and the all-too-often legal entanglements that may ensue when communication breaks down. Chapter 9 also discusses the process of working as a collaborative team with all parties responsible for the child’s welfare.

20. Chapter 10 : The Importance of Data Collection Chapter 10 focuses on the process of data collection. The reasons and indications for data collection are reviewed. The chapter stresses the use of user-friendly data collection systems with the goal of determining if positive behavioral change has occurred as a result of behavioral support efforts. In regard to school-wide PBS efforts, the chapter explains existing school-wide data collection systems and gives examples of efficient data collection systems. The chapter provides specific recommendations as to how to analyze and interpret collected raw data. Finally, the chapter contains a process for evaluating the “ immeasurable” - i.e., whether we have been successful in finding the child’s heart, and whether we have built a relationship in which the child feels connected to the school community. Appendix: In Search of a Heart The appendix contains a variety of helpful forms, protocols, and examples, for providing effective behavioral supports. The appendix includes the following: a BIP form, an FBA form, an Enhanced Staffing Review Form, a Behavioral Guidelines and Procedures Sample, An Intensive Early Intervention Program, a classroom PBS plan, a Medication Guideline Matrix, etc. Glossary Of Terms The glossary contains a listing of common positive behavioral terms, special and general education terms, and relevant psychological and medical terms. For each term listed, a non-technical definition is provided.

21. For More Information on Positive Approaches for challenging behavior or having Steve present at your school, Write Steve Vitto at [email_address] Or call him at 231-767-7279 Or send for Steve’s Book, In Search of a Heart, Creating Caring, Conscience, and Character in All Kid (A text in using positive a relationship driven approaches for all children), Copyright, 2007 This 450 page text contains researched based methods for implementing positive classroom management strategies and treating children with severe behavior challenges (Cost: $30.00) This book is also available on audio tape and Audio CD